Table A2 Overview of knowledge...

Table A2

Overview of knowledge strategies to enhance the sharing and application of knowledge

1. Providing organizational conditions for effective knowledge processes
1.1 Determining the focus of knowledge management^a	1.1.1 Conducting analyses to identify available and necessary knowledge^a 1.1.2 Applying guiding principles^a
1.2 Explicating and standardizing methods^{a^,b}
1.3 Validating and further developing knowledge
1.4 Facilitating availability of knowledge within the organization^c	1.4.1 Making knowledge readily understandable and digitally accessible^c 1.4.2 Facilitating face-to-face meetings^c 1.4.3 Appointing an internal knowledge coordinator^b^,^c 1.4.4 Making knowledge holders easier to find^c
1.5 Facilitating external sharing of knowledge	1.5.1 Physically, e.g. through conferences^c 1.5.2 Digitally, through platforms and magazines^c
1.6 Guiding principles for sharing/not sharing knowledge externally	1.6.1 Principle of reciprocity 1.6.2 External profiling 1.6.3 Contributing to knowledge expansion/development 1.6.4 Duty toward society 1.6.5 Only when the knowledge is evidence-based 1.6.6 Not sharing knowledge should not be a deliberate policy
1.7 Applying knowledge developed within the organization^{a^,b}
*2. Focused attention on talent development*
2.1 Designing learning to ensure compatibility with professional practice	2.1.1 Practice-oriented learning^b (on-the-job) 2.1.2 Learning from incidents 2.1.3 Bottom-up knowledge development^b 2.1.4 Knowledge development through audits 2.1.5 Connecting with teams in line with their questions on knowledge 2.1.6 Reflection^b 2.1.7 Coaching teams^b
2.2 Aligning educational content/curriculum with professional practice^a	2.2.1 Curriculum for specific target group(s)^a 2.2.2 Curriculum for new staff 2.2.3 Curriculum for unqualified staff
2.3 Motivating staff to acquire knowledge	2.3.1 Introducing content-based leadership to promote a sense of responsibility^b 2.3.2 Addressing intrinsic or extrinsic motivation 2.3.3 Updating the job classification system^b
2.4 Facilitating learning and development^a	2.4.1 For professionals^b 2.42. For clients^a
2.5 Guidance in line with knowledge level and knowledge exchange^b
2.6 Promoting a knowledge culture^a	2.6.1 Focus on knowledge sharing^b 2.6.2 Focus on cocreative cooperation within the organization^a
2.7 Organizational preconditions	2.7.1 Structuring education 2.7.2 Budget 2.7.3 Key principles for learning and development
*3. Acknowledgment and deployment of knowledge holders*
3.1 Key role for psychologists as knowledge holders in knowledge transfer^a
3.2 People with intellectual disabilities as knowledge holders^a
3.3 Researchers as knowledge holders
3.4 Co-creative cooperation between knowledge holdersa^,^b
3.5 Guiding principle: equality among types of knowledge^a
*4. Knowledge-driven participation in collaborative partnerships*
4.1 Cooperation with other care organizations^{a^,c}	4.1.1 Focused on care/care innovation^c 4.1.2 Focused on health-care matters^b^,^c 4.1.3 Focused on specific target groups^a^,^c
4.2 Cooperation with knowledge institutes^{a^,b}	4.2.1 Focused on examining your own practice/care programs/methods^a^,^b^,^c 4.2.2 Directed toward knowledge development 4.2.3 Multiple alliances (need for focus if too many) 4.2.4 Choice of partnership
4.3 Collaboration with educational institutions^a,c	4.3.1 Reciprocity between care organization and educational organization^c 4.3.2 Establishing contacts with disability care^a 4.3.3 Facilitating basic and continued education of professionals and clients^a 4.3.4 Facilitating innovation of care^c
4.4 Preconditions for successful cooperation

1. Providing organizational conditions for effective knowledge processes
1.1 Determining the focus of knowledge management^a	1.1.1 Conducting analyses to identify available and necessary knowledge^a1.1.2 Applying guiding principles^a
1.2 Explicating and standardizing methods^{a^,b}
1.3 Validating and further developing knowledge
1.4 Facilitating availability of knowledge within the organization^c	1.4.1 Making knowledge readily understandable and digitally accessible^c1.4.2 Facilitating face-to-face meetings^c1.4.3 Appointing an internal knowledge coordinator^b^,^c1.4.4 Making knowledge holders easier to find^c
1.5 Facilitating external sharing of knowledge	1.5.1 Physically, e.g. through conferences^c1.5.2 Digitally, through platforms and magazines^c
1.6 Guiding principles for sharing/not sharing knowledge externally	1.6.1 Principle of reciprocity1.6.2 External profiling1.6.3 Contributing to knowledge expansion/development1.6.4 Duty toward society1.6.5 Only when the knowledge is evidence-based1.6.6 Not sharing knowledge should not be a deliberate policy
1.7 Applying knowledge developed within the organization^{a^,b}
2. Focused attention on talent development
2.1 Designing learning to ensure compatibility with professional practice	2.1.1 Practice-oriented learning^b (on-the-job)2.1.2 Learning from incidents2.1.3 Bottom-up knowledge development^b2.1.4 Knowledge development through audits2.1.5 Connecting with teams in line with their questions on knowledge2.1.6 Reflection^b2.1.7 Coaching teams^b
2.2 Aligning educational content/curriculum with professional practice^a	2.2.1 Curriculum for specific target group(s)^a2.2.2 Curriculum for new staff2.2.3 Curriculum for unqualified staff
2.3 Motivating staff to acquire knowledge	2.3.1 Introducing content-based leadership to promote a sense of responsibility^b2.3.2 Addressing intrinsic or extrinsic motivation2.3.3 Updating the job classification system^b
2.4 Facilitating learning and development^a	2.4.1 For professionals^b2.42. For clients^a
2.5 Guidance in line with knowledge level and knowledge exchange^b
2.6 Promoting a knowledge culture^a	2.6.1 Focus on knowledge sharing^b2.6.2 Focus on cocreative cooperation within the organization^a
2.7 Organizational preconditions	2.7.1 Structuring education2.7.2 Budget2.7.3 Key principles for learning and development
3. Acknowledgment and deployment of knowledge holders
3.1 Key role for psychologists as knowledge holders in knowledge transfer^a
3.2 People with intellectual disabilities as knowledge holders^a
3.3 Researchers as knowledge holders
3.4 Co-creative cooperation between knowledge holdersa^,^b
3.5 Guiding principle: equality among types of knowledge^a
4. Knowledge-driven participation in collaborative partnerships
4.1 Cooperation with other care organizations^{a^,c}	4.1.1 Focused on care/care innovation^c4.1.2 Focused on health-care matters^b^,^c4.1.3 Focused on specific target groups^a^,^c
4.2 Cooperation with knowledge institutes^{a^,b}	4.2.1 Focused on examining your own practice/care programs/methods^a^,^b^,^c4.2.2 Directed toward knowledge development4.2.3 Multiple alliances (need for focus if too many)4.2.4 Choice of partnership
4.3 Collaboration with educational institutions^a,c	4.3.1 Reciprocity between care organization and educational organization^c4.3.2 Establishing contacts with disability care^a4.3.3 Facilitating basic and continued education of professionals and clients^a4.3.4 Facilitating innovation of care^c
4.4 Preconditions for successful cooperation

Notes:

^a = customer-focused knowledge management; ^b = strategy exclusively or jointly aimed at promoting knowledge application; ^c = knowledge management using sociocognitive and technological networks

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